Abstract Based on the SOLO taxonomy, a criteria of scientific argumentation ability was constructed and using “Global Warming” as the topic, a survey was carried out to evaluate the scientific argumentation ability of 327 students from grade 9 to 12 in a middle school in Guangzhou. The results showed that the overall of middle school students' argument ability was relatively low, which was between the uni-structural and multi-structural levels. The scores of the argument elements were: evidence > reason > claim > rebuttal, where the scores of evidence and reason were significantly higher than the scores of claim and rebuttal. There were no noteworthy differences in male and female students in all grades. In the results of evidence score, students of grade 12 were much higher than grade 11, and grade 11 students were significantly higher than those grade 10; in the scores of reason, students of grade 11 and 12 were notably higher than grade 9; and there was no considerable difference between the four grades in claim and rebuttal parts with low scores. The advance of this work was applying the SOLO taxonomy as an evaluation scheme in scientific argumentation, which broke through the previous evaluation model of argumentation that only based on the available argument elements and their number, thus could further explore the relationship within the argument elements.
ZHANG Ya-Na, XIAO Xin, LUO Xiu-Ling. Application of SOLO Taxonomy in Evaluation of Scientific Argumentation[J]. Chinese Journal of Chemical Education, 2019, 40(7): 63-67.
